Língua Brasileira de Sinais (Libras) como proposta metodológica na Educação Infantil: uma análise do processo de ensino e aprendizado em uma sala da Unidade de Atendimento à Criança – UAC/UFSCar

Abstract

This master's research presents a methodological proposal for teaching and learning Libras as a second language for hearing children, seeking to facilitate the acquisition of the mother tongue and improve the development of different languages for children aged 03 to 04 years. To achieve this goal, family members' impressions were analyzed as to how Libras was constituted as a mediating activity in the development of languages in Early Childhood Education, verifying at which times and in what way the child used the language to communicate or express. This methodological proposal is based on children's literature, the class teacher's pedagogical practice, partnership with parents and collective and concomitant development with other research, teaching and extension projects aimed at the same age group. The research was carried out in the context of the pandemic, that is, off-site at the school institution and at home, with parents and responsible family members. The theoretical framework for the development of such a proposal has contributions and voices from Mikhail Bakhtin's Theory of Enunciation (2003; 2004, 2017; 2000a; 2000b) and Lev Vygotsky's Theory of Dialectical-Historical Materialism (1984; 2010), Natural Method by Stephen Krashen (1982; 1983). The ethnographic and collaborative research had data collection through reports, photos and videos on WhatsApp of the parents/guardians and the materials of 4 (four) children, sent by the relatives over 28 (twenty-eight) weeks were analyzed during the school year 2020. The qualitative analysis of data from Libras as a mediator in Early Childhood Education proves to be a facilitator in children's multiliteracies, helping to build new meanings through the experience and experience of children with other discursive genres, improving their various languages and various situations of communicative interaction, thus contributing to the areas of Linguistics, Education and Pedagogy.